Performance Task (Summary in G.R.A.S.P.S. form):(T)
Goal:To translate Huckleberry Finn into a modern context.
Role: A group of writers and editors
Audience: The board of the Association of American Publishers
Situation: A contest to write the best E-book, the winner gets published.
Product/Presentation: E-book
Standards (Criteria from both rubrics - product and presentation):
Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):
Other Evidence(OE)
•Blog: students will have to keep a journal from Huck's point of view
•Prezi: students will make a presentation detailing the themes of Huck Finn
•Comic life: do a two sided comic showing an example of Huck's dialect on one, and how it may translate to now on the other.
•Podcast: do a radio newscast describing specific events where Huck's view changes.
•Imovie: students will make a video showing differences between dialect.
•Google Doc: students will work together on a google doc to show specific instances where Twain's style helps develop the theme.
Student Self-Assessment and Reflection
Self-Assessment(SA)
•Pre-Assessment: vocab and reading comprehension quiz.
•Checking for understanding: 3-2-1 reflection, exit ticket, changes in the wind, let's compare notes, definitions are U's, is that a fact?
•Timely feedback:teacher, peer, and self.
Assessment Task Blue Print
What understandings/goals will be assessed through this task?(G)
Understanding
Goal (MLR)
•There are larger themes of racism throughout the text, there are turning points of Huck's attitude towards racism,
and the vocabulary of the time was different.
•CCSS, English 9-10, Reading literature, Key Ideas and details, Craft and structure, Standards 1,2,3 and 4
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Big Ideas
Big Ideas
•Huckleberry Finn
•Theme, Racism, Setting, Character Development, Dialect, Vocabulary
Through what authentic performance task will students demonstrate understandings?
Task Description:(T) You are a group of writers and editors that has just received great news! The Association of American Publishers has recently released information on a contest that could lead to you published by one of the top companies in America! The task is to take a classic novel and modernize it into our own context in an interactive e-book, while displaying all of the major themes as well as keeping the story the same. The dialect of the time has to be modernized as well. If you win you will get a chance to be presented in front of the Board of Directors of 3 different major publishing companies!
What student products/performances will provide evidence of desired understandings?
Type II Product
Type of Presentation
•E-book
•Oral
By what criteria will student products/performances be evaluated?
Product Criteria
Presentation Criteria
•creativity 20%
•organization 15%
•accuracy of facts 20%
•spelling and punctuation 10%
•requirements 20%
•focus on assigned topic 15%
Stage 2 - Determine Acceptable Evidence.
Role: A group of writers and editors
Audience: The board of the Association of American Publishers
Situation: A contest to write the best E-book, the winner gets published.
Product/Presentation: E-book
Standards (Criteria from both rubrics - product and presentation):
•Prezi: students will make a presentation detailing the themes of Huck Finn
•Comic life: do a two sided comic showing an example of Huck's dialect on one, and how it may translate to now on the other.
•Podcast: do a radio newscast describing specific events where Huck's view changes.
•Imovie: students will make a video showing differences between dialect.
•Google Doc: students will work together on a google doc to show specific instances where Twain's style helps develop the theme.
•Checking for understanding: 3-2-1 reflection, exit ticket, changes in the wind, let's compare notes, definitions are U's, is that a fact?
•Timely feedback:teacher, peer, and self.
Assessment Task Blue Print
What understandings/goals will be assessed through this task? (G)
and the vocabulary of the time was different.
What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
Through what authentic performance task will students demonstrate understandings?
What student products/performances will provide evidence of desired understandings?
By what criteria will student products/performances be evaluated?
•organization 15%
•accuracy of facts 20%
•spelling and punctuation 10%
•requirements 20%
•focus on assigned topic 15%
•preparation 20%
•enthusiasm 10%
•collaboration w/ peers 15%
•time limit 20%
•vocabulary 20%